The examination of the education science curriculums of Turkey and New Zealand in terms of similar acquisitions

This study aims to compare similarities between in Turkey and New Zealand Education Science Curriculum. In this research, analytical and descriptive approaches adopted in the field comparative education were used. The general screening model was used as a research model. New Zealand 2007 Education Science Curriculum and of Turkey 2017 Education Science Curriculums were used as data source and document technique was used. Content analysis and categorical analysis techniques were used as data analysis. As a result of the analyzes, it was determined that the gains in the mentioned programs were partially similar (%81.19) in terms of expression, implication, emphasis. The similarities of the acquisitions were determined with the common views of 15 science teachers working in the secondary schools attached to the Ministry of National Education. Similarity compliance rates were calculated by means of the reliability coefficient calculation formula for each gain. As a result of the calculations, the acquisitions with a score of 70% or more were considered to be "similar". Research is accepted as reliable if the reliability result is over 70% or higher (Miles and Huberman, 1994). As a result of the study in question, Turkey's mentioned curriculums were similar with New Zealand's curriculums 75 acquisitions in terms of expression, 113 acquisitions in terms of implication and 64 acquisitions of emphasis. It can be suggested that the findings reported in this study can be used by program development specialists in the course of curriculum developing works.